The aim of the present study was to investigate the mediating role of self-efficacy in the relationship between learning styles with academic achievement motivation among high school students. The statistical population of this study included all female and male students of the second year of high school in Neyshabur, 1800 (920 girls and 880 boys) who were studying in the academic year 1404-1405, and among them, 350 (175 girls and 175 boys) were selected as samples using the Cochran formula and the proportional stratified sampling method. Three standard questionnaires were used to collect data: Kolb's Learning Styles (1984), Morgan and Jenkins' Self-Efficacy (1999), and Hermans' Academic Achievement Motivation (1970). The data were analyzed at two levels of inferential statistics (Pearson's correlation test and structural equation modeling) and descriptive statistics. The results of the present study showed that there is a significant relationship between learning styles and academic achievement motivation. The results also showed that self-efficacy plays a significant mediating role in the relationship between learning styles and academic achievement motivation. Accordingly, it is suggested that learning styles and self-efficacy should be considered by counselors and teachers as effective factors in improving academic achievement motivation. Accordingly, it is suggested that learning styles and self-efficacy should be considered by counselors and teachers as effective factors in improving academic achievement motivation.